In this study, it was aimed to compare two distinct methodologies of grammar instruction: task-based and form-focused teaching. Within the application procedure, which lasted for one academic term, two groups of tertiary level learners (N = 53) were exposed to the same sequence of target structures, extensive writing activities and evaluation…

This study aims at determining discourse markers used by Turkish teachers and native teachers in EFL classrooms and comparing these items in terms of variety and frequency. To reach the objectives of the present study, two separate corpora were compiled through audio-recordings collected from two Turkish and two native EFL teachers? lectures.…

Learners' self-initiated language learning with mobile technology occurring outside the classroom is often contextualized, heterogeneous, and idiosyncratic. In this study, we propose a time-series clustering methodology for researching informal mobile language learners' learning and development of another language, with a view to unravelling the…

This study explores the use of language learning apps as a didactic tool for vocabulary building in an English as a Foreign Language (EFL) context. It was developed through a mixed-methods approach, with a concurrent design in order to collect, analyze and validate qualitative and quantitative data. Although there was controversy on the use of…

This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants' English reading comprehension (RC) and to explore the participants' perceptions of PBL. The present study conducted a comparison of two teaching methods. Two…

The study reported here examined college students' academic self-efficacy, 'academic press' and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in…

This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to acquire. To this end, two intact classes of intermediate EFL learners, each consisting of 23 male students were…

This study tries to identify the effect of assessment for learning on a group of Sudanese pre-medical students' performance in English for Specific Purposes (ESP). The study also attempts to identify students' perception and attitudes towards this type of assessment. The sample of the study is composed of 53 subjects from the Pre-medical students…

Research Findings: This study builds on prior work related to the assessment of young dual language learners (DLLs). The purposes of the study were to (a) determine whether latent subgroups of preschool DLLs would replicate those found previously and (b) examine the validity of GOLD® by Teaching Strategies with empirically derived subgroups.…

This study investigates an instantiation of a 3D virtual world-based Japanese learning curriculum within the context of a Japanese as a foreign language (JFL) classroom. Through a mixed-method case study approach, participants' natural acquisition of Japanese in a 3D virtual environment was examined. In the present study, four sources of data from…

This article examines how four second language (L2) teachers' discursive practices changed as they attempted to implement dynamic assessment (DA) in their classrooms. Classroom artifacts, lesson recordings, and reflections from two pre-service teachers and two in-service teachers, both before and after a professional development series on DA, were…

We propose a method of generating teaching policies for use in intelligent tutoring systems (ITS) for concept learning tasks [1], e.g., teaching students the meanings of words by showing images that exemplify their meanings à la Rosetta Stone [2] and Duo Lingo [3]. The approach is grounded in control theory and capitalizes on recent work by [4],…

In view of ongoing debates about the future of task-based language teaching (TBLT) in contexts of English as a foreign language (EFL), we present a detailed case study of teacher beliefs and practices regarding TBLT conducted in a secondary school in mainland China with a long history of communicative and task-based teaching approaches. We used a…

University lectures are by far the most common method of teaching at Spanish universities. More recently, however, this knowledge transmission has become increasingly interactive. Students' participation and verbal output becomes especially important in classes where the language of instruction is not the students' mother tongue but a second or…

This research investigated a comparison between the effect of cooperative learning and lecture teaching on Comprehensive English classes in a Chinese Independent College. An empirical study for two semesters was carried out in the forms of pretest, posttest, questionnaire and interviews. While control class was taught in the conventional way,…